Integrated Teacher Education Programme (ITEP) as a Reform Initiative under NEP 2020: A Study of Student-Teachers’ Perspectives

Abstract

Teacher education is considered as an important aspect as it plays a vital role in the improvement of the quality of education and for preparing competent teachers for addressing the changing needs and demands of the learners and the society. As the National Education Policy (NEP) 2020 has introduced the Integrated Teacher Education Programme (ITEP) as one of the major reform in teacher education, that aims in integration of pedagogy, subject knowledge, and professional training through a four-year integrated programme. NEP 2020 therefore emphasizes on the need for high-quality teacher education in order to improve educational outcomes and advocating for a more holistic and integrated approach. The present study focuses mainly on understanding the perceptions of B.Ed student-teachers towards the implementation of the ITEP programme. The study specifically explores awareness of student-teachers’ towards ITEP programme, perceived benefits of the programme, and challenges faced during its implementation. The study also highlights that student-teachers perceive this programme as a progressive initiative which promotes professional competence, critical thinking, and holistic teacher preparation. However, challenges related to inadequate infrastructure, heavy workload, lack of institutional support, limited practical exposure, and challenges in adapting to the multidisciplinary curriculum were also examined. Therefore, it is important in understanding these perceptions for evaluation of the effectiveness of the programme. The findings of the study can help the policymakers, teacher educators, and institutions in strengthening the implementation of ITEP.